Call for Nominations: The Doreen Starke-Meyerring Award for the Best Article/Chapter (2020 & 2021)

The Doreen Starke-Meyerring Annual Award for the Best Article or Chapter in Writing and Discourse Studies recognizes the best journal article or book chapter published during the calendar year by a CASDW member. Co-authored articles or chapters will be eligible as long as one of the authors is a CASDW member.

Due to the unprecedented circumstances created by the COVID-19 pandemic, the committee is seeking nominations for the best journal article or book chapter published in 2020 and 2021. Both of these years will be recognized and assessed separately.

The deadline for nominations is January 7, 2022.

The winners of both the 2020 and 2021 awards will be announced at the CASDW Annual Conference.  Authors are invited to nominate their own publications as well as those of other CASDW members. In order to be eligible, nominees must have been CASDW members in both 2020 and 2021 (for the 2020 award), or in both 2021 and 2022 (for the 2021 award).

The assessment criteria for the award are as follows:

  1. the overall quality of the writing and thinking;
  2. the significance of the question(s) addressed in the research;
  3. the importance of the new knowledge presented in the article; and
  4. and methodological rigour and/or innovation.

The award includes a prize of $100 and a one-year CASDW membership for the following year.

Applicants/nominees should send a PDF of the journal article or book chapter, as well as a complete reference, to the selection committee listed below:

James Corcoran:

Sara Doody:

Boba Samuels:

Job Postings: University of Toronto Mississauga

The University of Toronto Mississauga is seeking four new faculty in Writing Studies in Higher Education. They invite applications for the following faculty positions: 

All information can be found through the links above.

Call for papers: Special section from CWCA 2021 session

Submission deadline extended to October 15/2021!

Discourse and Writing/Rédactologie (DW/R) will publish a special section of papers from the CWCA/ACCR 2021 conference. Guest editors welcome article submissions from all sessions from the conference. Work that was not presented at the 2021 Conference, but which is closely related to the conference theme, will also be considered for publication. The CWCA/ACCR 2021 conference’s theme, “Transformative Inclusivity: Social Justice and Writing Centres,” invites us, as writing centre professionals, to discuss our commitment to ensuring accessibility, inclusivity, democracy, and anti-racism in our spaces, our practices, and our research.

Submissions considered for publication in the special section may focus on the following:

  • How does exclusion and injustice affect students, tutors, administrators, and others who occupy our physical, virtual, and scholarly spaces?
  • How can we proactively address the impacts of racism, sexism, ableism, homophobia, xenophobia, and transphobia to most effectively counter systemic injustices?
  • How can writing centres play a role in building fully accessible learning opportunities that will benefit all students, but especially students who face social barriers?
  • How can we transform access to our spaces into access to power to transform our spaces (and the world beyond)?

Articles can be around 3000 – 3500 words, and should include an abstract (< 200 words). The may follow traditional norms of academic discourse, but we also encourage non-traditional submissions that are auto-ethnographical, reflexive, or narrative, along with interviews and snapshots of ongoing research and inquiries. As many of us are working under pressure because of the COVID-19 pandemic, shorter articles (1000 – 2000 words) and vignettes will be gladly accepted. We welcome statements of positionality.

Submission guidelines

Articles will follow the conventions of the DW/R in terms of the inclusion of an abstract and keywords, the use of APA (7th edition), and use of double-spacing. Please see the DW/R website for more information for prospective authors: (scroll down for manuscript submission guidelines, but please do not submit through the DW/R website).

All articles must be formatted in Word and submitted by email to (Vidya Natarajan’s email address—again, please do not submit to the DW/R website) by October 15, 2021. Articles will be screened by the special section guest editors and then submitted to a double-anonymous review process. Please remove names and other personal identity-revealing features from the article’s text when you submit.

For more information, prospective authors may contact guest editors Vidya Natarajan (, Mandy Penny (, and Lisa Kovac (

Job Posting: Assistant Professor (limited), Writing Studies, University of Toronto

The University of Toronto’s New College Writing Centre in the Faculty of Arts and Science is seeking applications for a three-year Contractually Limited Term Appointment (CLTA) in the area of Writing Studies, with a specialization in anti-racist and/or decolonial writing pedagogies.

The appointment will be at the rank of Assistant Professor, Teaching Stream, with an expected start date of September 1, 2021, or shortly thereafter.

All application materials, including reference letters must be received by July 30, 2021.  
If you have questions about this position, please contact Principal Bonnie McElhinny (

More information is available on the job posting webpage:

Job Posting: Learning Services Coordinator (temp FT), Student Learning Commons, Simon Fraser University

The Student Learning Commons in Simon Fraser University’s (SFU) Library is seeking a temporary full-time Learning Services Coordinator. The term is from later in 2021 through January 2023.

More information, including how to apply, can be found on the SFU website:

The Learning Services Coordinator coordinates the delivery of learning strategies programs and services to students. The Learning Services Coordinator provides direct service through senate-approved classes, workshops, courses, on-line programs and individual advising that focus on thinking, learning, decision making and life management skills. Programs are aimed at facilitating transition, student success and retention. In addition, in collaboration with Student Learning Commons colleagues, the Learning Services Coordinator develops and oversees the learning strategies curriculum, supervises the involvement of student staff and student volunteers (e.g. Student Learning Commons Graduate Peer Facilitators and Peer Educators), coordinates projects, researches and develops new programs and develops partnerships with faculty, student services staff and the community.


  • Master’s of Education degree with a minimum of 3 years of post-secondary teaching experience, and experience in the development and delivery of post-secondary learning strategies programs, or an equivalent combination of education, training and experience.
  • Excellent knowledge of student development, learning strategies theory, research and current issues, and transition programs for post-secondary students.
  • Excellent analytical and research skills.
  • Excellent communication (oral, written, and presentation) skills, interpersonal, problem-solving and supervisory skills.
  • Proficient in the use of word processing, database, and presentation applications.
  • Excellent organizational and time management skills.
  • Ability to work in a multidisciplinary team.